Only Connect: EM Forster puts it better, but the theory is that the mingling of experience and talents from different eras and areas lights a valuable spark that benefits all.

With this in mind, the University of Reading’s Alumni team has created THRIVE, a scheme that gives students an opportunity to establish a twelve month mentor partnership with a professional. During this period, the student will be exploring life and career goals based on the experience and perspective of a mentor who is already “out there”. Yet it is not just the student who gains from such a partnership.

For the mentor, the benefit is not confined to seeing changes in their mentee student arising from their encouragement and support – though this is hugely rewarding of course. But, say mentors, spending time mentoring current students with their fresh ideas and creative approach has also been perspective-shifting and energising for them. Mentoring is, they enthuse, a two-way process and Alex Heavens of the University’s Alumni team is passionate about encouraging more professional alumni to give it a go.

THRIVE sees students testing ideas and getting into the workplace as they decide what sort of roles they see themselves in. Feedback from all sides suggests that support offered by a mentor during this period can significantly enhance students’ successful transitions into the graduate workplace. Another great asset for the mentees is the increased motivation and resilience they can bring to the sometimes harsh reality of the corporate workplace.

Recruitment for the next year of the successful THRIVE mentoring scheme is now open. Alumni and supporters can sign up today to help improve a current student’s career prospects and confidence after graduation. The University is also piloting a scheme to pair students working toward a postgraduate-taught degree with mentors in the Institute of Education to promote the skills gained whilst studying. Obviously, there are variations between undergraduate and postgraduate versions, but the benefits remain.

The University’s Alumni team said:

“We have seen students develop in ways which have directly related to their participation with the scheme. These include: the likelihood of them securing work experience or a placement, a greater ability to articulate their skillset as a young professional, their self-confidence and self-belief and generally a better understanding of themselves and what they would like out of a career.”

How to become a THRIVE mentorBecoming a mentor is simple. You will need to fill out a sign up form before September and complete mentor training either online or in a face-to-face group session. Following this you will be matched with a student and should be available for an hour or two per month to work with them as a career mentor. Where possible mentors and mentees are asked to meet ‘face-to-face’ twice during the partnership to help build rapport: this can be via Skype rather than in person. For undergraduates, our scheme runs from the autumn term until the following September. For postgraduates, mentoring takes place between January and June of each academic year. Please note that we cannot guarantee all mentors will be matched immediately. Should you remain un-matched the team will suggest alternative volunteering opportunities in the interim.

To become a mentor we ask that you:

Hold at least a Bachelor’s degree from the University of Reading or another institution

Have at least two years of experience in your field following leaving full-time education

Be challenged yourself and gain an alternative perspective on your work

Get a great sense of satisfaction from helping another human being

Take the opportunity to give something back to your University and department.

Plus…

Becoming a mentor also means that you will receive exclusive invitations University events which are specifically for our alumni and graduate employers. There are plenty of opportunities for you to network with like-minded professionals throughout the year as well as opportunities to take part in further skills training to enhance your mentoring abilities.

The University of Reading’s Institute of Education (IoE) has introduced an innovative mentoring scheme which bodes well for trainee teacher development. Students praise the extra insight, knowledge and tips they receive through the scheme, alongside all the on-going support. The new scheme aims to nurture mentoring skills whilst boosting teachers’ and trainees’ Continuous Professional Development (CPD) – absolutely vital in the rapidly evolving world of education.

Trainee teachers from the IoE experience immense benefits in their training schools from the support they receive from mentors. It is a responsibility the mentors take very seriously, ensuring that by giving their mentees the kind of experience that smooths the transition to teach, these students will have a strong base from which to launch their careers and be the best teachers they can be.

Whilst being mentored, students are able to explore teaching life and career goals based on the experience and perspective of a mentor who is already ‘out there’. Yet it is not just the student who gains from such a partnership. For the mentor, the benefit is not confined to seeing changes in their mentee student arising from their encouragement and support – though this is hugely rewarding of course. But, say mentors, spending time mentoring current students with their fresh ideas and creative approach has also been perspective-shifting and energising for them. Mentoring, they enthuse, is a two-way benefit.

This is the backdrop to the IoE’s introduction of the new Mentor Certification Programme which nurtures teachers and practitioners in developing and reflecting on their skills for effective mentoring – ensuring an already robust and successful mentor programme continues to grow alongside the ever-developing world of teaching.

The new programme has been made specifically flexible to support busy professionals, with a further benefit arising from the support it provides for teachers’ and education practitioners’ career development: the strong element of Continuous Professional Development (CPD) is a key component of the new scheme.

Schools and settings have been enthusiastic about these skills-enhancement activities but have also experienced a different kind of positive from the scheme: research has shown a strong link between effective mentoring and recruitment and retention of teachers. Reading Partnership Teachers (RPTs) are regularly offered roles in their placement schools, so active engagement with the Partnership in training new teachers proves an excellent way for schools to recruit Newly Qualified Teachers (NQTs).

The Certification scheme has already drawn strong interest from colleagues in schools and settings wishing to cultivate their mentoring expertise. Those already mentoring in Partnership settings are being invited to join the new Certification programme at the level that suits their experience.

The IoE is ranked 3rd in the UK for Education (The Guardian University League Table 2018), with internationally renowned and award-winning academics. The Institute’s strong links with local – and not so local – schools enables an outstanding Partnership that can create the next generation of exceptional teachers.

The IoE’s high levels of pastoral care and the exemplary experience that students enjoy are regularly reflected in the annual National Student Survey (NSS), with 2017’s ranking the IoE a high 90% for satisfaction. Indeed, one of the Institute’s key strengths, as recognised by Ofsted, is the high quality of support it provides to schools, mentors and Reading Partnership Teachers (RPTs) on placement.

What Reading Partnership Mentors have to say:“Mentoring….. it makes you think about your own teaching” “Mentoring skills – really good for developing departmental policies”

The Institute is keen to welcome experienced teachers and practitioners to the Mentor Certification programme, whether applicants are mentoring trainees, early years workers, students or Newly Qualified Teachers (NQTs).

Students are at the heart of our Institute of Education (IoE). We aim to engage and challenge them, enabling them to reach their full potential to transform lives through education.

And so we’re delighted that our final year students have rated their educational experience so highly in the 2017 National Student Survey (NSS) published today (Wednesday 9th August), with a 90% satisfaction score for the IoE.

Students taking part in the survey are asked a series of questions about aspects of university life, including teaching, assessment and feedback, learning resources, and student voice.

Professor Catherine Tissot, Head of the IoE

We really value the results, as they help us to enhance the student experience at the IoE. They also help prospective students to make an informed choice about where they want to study.

The 2017 NSS was completed by more than 1,600 final year students at the University of Reading.

Overall satisfaction across the University remains strong, with our 2017 score matching the sector average at 84%.

Satisfaction also continues to perform well at departmental level, with eight departments, including the IoE, achieving a satisfaction score of 90% or above.

Professor Gavin Brooks, Pro-Vice-Chancellor for Teaching & Learning at the University of Reading, said:

“It is pleasing to see that a number of our departments have achieved a satisfaction rating of over 90%.

“We are extremely grateful to all final year students who took the time to complete the NSS, and we look forward to using their feedback to help make Reading even better.”

Several changes were made to the wording and structure of the Survey this year and, as a result, The UK Student Information Advisory Group and funding bodies have agreed that the 2017 data is not comparable to results from previous surveys and have advised that such comparisons should not be undertaken.

The NSS is an important measure of student satisfaction. It is carried out annually by Ipsos MORI; it contributes to other independent league tables; and it has built a broader picture of the quality of higher education since it started in 2005.

A conference on 13th July organised by Reading Borough Council celebrates a year-long project in which schools and settings have been improving the language of their early years children through engagement with parents, the environment and professional development. It gives delegates the opportunity to learn how to set up and run their own project to improve the language of their children.

Dr Helen Bilton

The RGC Hello 2 Celebration, which will run from 9.30 – 4pm at Reading’s Madejski Stadium, is set to inspire a group of professionals that is already remarkable for its dedication. The IoE’s Professor Rhona Stainthorp and Associate Professor Helen Bilton will bring their wealth of dedication, research and experience to the event as its two keynote speakers.

Early years professionals are typically very passionate about improving the outcomes for their children through language and literacy, which can come through many means, particularly through closer engagement with parents. The Celebration will offer these practitioners, who come from early years setting and schools , the chance to mingle and discuss experiences and methods with peers, as well as hearing from the leading academics in their field. Vitally, they will also learn about the latest research outcomes that will underpin future developments in the rapidly evolving world of early years education.

Helen has been closely involved with the year-long literacy project that culminates in this celebration. This project was based on the successful National Literacy Trust’s HELLO scheme which, with funding from the Department for Education, worked with early years experts to improve the communication, language and literacy outcomes of children from birth to age three across multiple settings in 2016.

Professor Helen Bilton of the IoE said:

“I am delighted to be involved with this happy and laudable day when we celebrate the great achievements in our field, and more specifically the remarkable progress we have seen on this year-long journey. It will be wonderful to chat to teachers and providers during the celebration, because it is their dedication and enthusiasm that drives us all forward. The people who devote themselves to our field are second to none and I look forward to talking to lots of them!”

The role of a SENCO is varied, challenging, and rewarding. You will need to have a love and enthusiasm for providing the best individual academic opportunities for all pupils with SEN. This vital role can be attained via our part time (12-36 months) PGCert SENCo which starts September 2017. It is required for all new SENCOs within three years of appointment and we are ideally placed to help.

Emailor call us on 0118 378 5289 for a chat to see if this may be the career for you.·

The Institute of Education (IoE) at the University of Reading is celebrating a successful research year with its annual Postgraduate Conference entitled “Knowledge is Power” on Wednesday, 28th June 2017.

The conference is organised by the IoE’s Doctoral Researchers Conference Committee, supervised by Dr Maria Kambouri-Danos, Deputy Director for Postgraduate Research Studies.

Dr Kambouri-Danos said:

“This is a great tradition for the IoE, and I’m glad to have been able to support it and help to organise it for the last two years. All PGR students benefit a lot from presenting at conferences, and this internal PGR conference provides a safe environment for all students, no matter how far they are with their research, to practice, learn and develop.”

This end of year public conference is part of the IoE’s strong emphasis on working with international research colleagues to provide a rich research and networking environment for its PhD researchers. It gives IoE postgraduate researchers the opportunity to prepare abstracts for review, to present their work to IoE students and staff and to receive feedback from a wide range of specialists in their field.

The Committee’s work on the conference with its international speakers also gives the postgraduate researchers a vital real world experience of ‘live’ research events.

Coupled with the strength of expertise at the University of Reading in education, for which it is it ranked third in the UK in the Guardian University League Table, 2018, projects like this develop the crucial skills required to contribute incisive research to the public education arena.

The influence of education is not confined to the humans at London Road, as our trees have finally found their voice and are set to share their views during a special Treelaxation session today, 8 June, outside Building 33 between 1.15-2 pm .

The trees will be in a reflective mood as they branch off into this new venture in which they will share their stories, leaf through their poetry canon and root among their memories.

If you are stressed, tired or just in need of a break, don’t be stumped – instead, join us for some treelaxation under a couple of our more chatty trees.

Primary school children needing more support for phonics could get a welcome boost from a masterclass tour by education experts.

The roadshows, run by the University of Reading’s Institute of Education, are funded by the Department for Education to support authorities/districts where five and six year olds in the Year 1 phonics screening check are performing below national averages.

The team will be highlighting how their research into reading development can benefit the teaching of early reading, and have worked with lead practitioners and consultants in local authorities to tailor the roadshow’s content to local needs.

Prof Rhona Stainthorp, a phonics expert from the University of Reading’s Institute of Education said:

“We’re delighted to have been given the support from the Department of Education to work with and develop the practice of teachers of young readers.

“There is a wealth of evidence that can help the teaching profession to continue to improve, and at the University of Reading’s Institute of Education we are committed to ensuring that the 400 teachers that we train each year benefit from the latest research. It’s a great privilege to be able to take this experience around the country to help teachers grow in confidence in their phonics teaching.

“The response we have had from the authorities selected to take part has been fantastic and it is a privilege to be working with such dedicated practitioners.”

The Department for Education’s School Standards Minister Nick Gibb added:

“The government is determined to make this country work for everyone, not just the privileged few. Ensuring all primary school children can read fluently by the time they leave primary school is fundamental to this ambition.

“Thanks to the hard work of teachers, our continued focus on raising standards and our increased emphasis on phonics‎, there are now an additional 147,000 six-year-olds on track to becoming fluent readers. These roadshows will help spread these effective methods to more schools.”

The roadshows will equip teachers and their schools to raise attainment in reading through an enhanced understanding of how research about reading can inform practice, and through the opportunity to reflect on how they can adapt what they do currently.

The events start with a summary of what research says about the teaching of phonics, and then move into activities that support teachers and senior leaders in analysing their current phonics schemes and their pupil data. Later parts of the day include advice about what to do when children seem ‘stuck’ in their reading progress, and advice about the practicalities of effective phonics teaching using local expert teachers from schools where reading results are strong. Events are co-led with local authority personnel with the intention that the impact of training can be sustained after the Reading team have left.

Professor Cathy Tissot, Director of the Institute of Education said:

“This is another feather in the cap for Reading’s excellent reputation for both research and practice in the teaching of reading. We are delighted to be working with the DfE in this way.”

The team, which includes Dr Naomi Flynn and Dr Daisy Powell from the University of Reading’s Institute of Education and Professor Morag Stuart from UCL’s Institute of Education will be following up with schools who have attended the roadshows during the next academic year to check their performance and what further support they might need.

The conference proved, if proof were needed, what talented and innovative students we have. This annual occasion is always fun-filled, lively and above all, the culmination of a lot of hard work.

It is also bittersweet as we wave goodbye and good luck to our much valued Year 3 BA Primary Education (QTS) students. They are a wonderful cohort who have contributed enormously to the work and spirit of the IoE during their years with us.

And the winner is ….

Each year, the best ATP candidate receives The Professor Rhona Stainthorp Prize for outstanding achievement in undergraduate research, with two runners up. This year, Carol Fuller was glad to present the well-earned prizes to the winner, Rosemary Lawrence for her research, “What are the perceptions of ‘teaching British Values’ within the educational community?” and the two runner ups, Aniqa Leena and Charlie Allen.

All the students’ projects were broad and accomplished and the posters in particular were visually appealing and lively, with the research within them searching and relevant to today’s world. Five of our final year students presented their work (see below for details), representing a broad cross section of the type of research undertaken. Nasreen Majid, Director of the programme, who leads the conference said:

“I am so proud of the calibre of research that our students have developed. Teaching is a research embedded profession. Our students demonstrate this by the range of work they undertake for their ATPs.

“Cutting edge ideas, such as the Singapore Model, strategies for advanced bilingual learners, perceptions of “British Values” and mathematics beliefs of year 2 boys and girls are among the projects undertaken.”

We benefited from our excellent key note speaker to the conference: Dr Carol Fuller, the distinguished educational researcher and Associate Professor in Education.

Carol is a strong advocate of learning that promotes confidence and positive educational identities so as to ensure all children achieve their full potential, regardless of their background. Hearing her dedication as she spoke was thought-provoking and stimulating.

After the ceremonies, everyone was finally able to kick back and relax over a picnic, enjoying the chance to be together one more time before our much-valued Year 3 students head off into their bright futures.

We are proud of our five presenting students, who did such sterling work at the conference. Congratulations to you all!

This is an exciting year for all of us at the Institute of Education at the University of Reading, since we are celebrating 10 years of successfully delivering the BA (hons) in Children’s Development and Learning (BACDL). To mark the occasion, we are holding a Celebration Event for BACDL’s 10th anniversary and we would like to invite you to join us! The event will take place on Friday 30 June between 15:15 and 16:30 in L24 G06. Our Head of School, Dr Cathy Tissot as well as our Head of Early Years, Jo Elsey, and many other academics that have supported our programme over the years will be there to celebrate with us and congratulate all past and current students for their achievements. The event is free, but registration is required. Please book your place as soon as possible and latest by Saturday10 June to help us plan for catering, since the event will be a tea party, with lots of drinks, snacks and cakes to enjoy. For more information and registration, please click here.

We are looking forward to seeing you there!

Dr Maria Kambouri-DanosLecturer in Early Childhood, Education and CareProgramme Director BA Children’s Development and Learning